Addressing the comprehensive needs of individuals with brain injuries is a growing concern in brain injury rehabilitation as well as evaluating the efficacy of these conventional therapeutic modalities: cognitive rehabilitation, and physical, occupational, and speech therapies. Therapeutic dance/movement has not been an integral part of these core services. I have observed its potential, however, during the past thirteen years while providing this intervention to individuals with brain injuries. The focus of this dissertation was to gain a better understanding of the dynamics of a therapeutic dance/movement intervention for individuals with brain injuries by comparing it to conventional physical therapy. Physical therapy, given its longevity in providing rehabilitative services to individuals with brain injuries, afforded a means by which to more systematically explore therapeutic dance/movement. Five individuals with brain injuries were observed and analyzed as they participated in five weekly therapeutic dance/movement sessions and five weekly physical therapy sessions. Laban Movement Analysis (LMA) was used as the observation and analytic tool for the purpose of elucidating similarities and differences between the two interventions in relation to the five case studies. Two questions guided the inquiry: (a) What are the similarities and differences between a physical therapy intervention and a dance/movement intervention? and (b) What are the dynamics of a therapeutic dance/movement intervention? Findings revealed that the physical therapy intervention focused specifically on body level connectivity and single joint action movement from a <i>Body</i> perspective. In comparison, the dance/movement intervention incorporated body level connectivity in addition to the dynamics of <i>Breath/Core Support</i> and <i>Grounding</i>, <i>Effort-Life</i>, <i>Spatial Intent</i>, and Aspects of <i>Shape</i>, providing the spectrum of <i>Body</i>, <i>Effort</i>, <i>Space</i>, and <i>Shape</i> ( <i>BESS</i>) components in harmony with the <i>Movement Themes: Whole/Part, Inner/Outer, Function/Expression, Exertion/Recuperation</i>, and <i>Mobility/Stability</i>.The dance/movement intervention imparted an integrative mind-body approach to learning about one's Inner and Outer self and one's ability to cope with and connect to one's environment. Knowledge was added to the current literature at an opportune time in the brain injury rehabilitation field. Rehabilitation professionals are recognizing the need to transform current assumptions regarding the essential aspects of brain injury rehabilitation and seek additional non-medical model approaches to rehabilitation. This study offers a therapeutic modality along with a viable measurement tool that has the potential for meeting this need. Recommendations for future research are offered. / Ph. D.

The problem of this study was an examination of the relationship between low achievement and physical abilities.This study focuses on the areas of musical, interpersonal, intrapersonal, spatial and bodily-kinesthetic abilities. This correlational study found that low achievers as a group, identified by achievement test scores, scored above the mean on a measure of motor ability. For children who are struggling to achieve in school, it would seem prudent to explore their strengths in other areas of intelligence. Further research is suggested in the areas of high and average achieving students' motor development.

The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach. A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom. A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods. It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach. / EDUCATIONAL STUDIES / MED (DIDACTICS)

The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach. A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom. A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods. It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach. / EDUCATIONAL STUDIES / MED (DIDACTICS)